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Educational Technology: A Systematic Review of the Literature

Educational Technology: A Systematic Review of the Literature

Amanda L. Lindner, C. Lorraine Webb
Copyright: © 2022 |Pages: 15
ISBN13: 9781668454787|ISBN10: 1668454785|ISBN13 Softcover: 9781668454824|EISBN13: 9781668454794
DOI: 10.4018/978-1-6684-5478-7.ch001
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MLA

Lindner, Amanda L., and C. Lorraine Webb. "Educational Technology: A Systematic Review of the Literature." Preparing Pre-Service Teachers to Integrate Technology in K-12 Classrooms: Standards and Best Practices, edited by C. Lorraine Webb and Amanda L. Lindner, IGI Global, 2022, pp. 1-15. https://doi.org/10.4018/978-1-6684-5478-7.ch001

APA

Lindner, A. L. & Webb, C. L. (2022). Educational Technology: A Systematic Review of the Literature. In C. Webb & A. Lindner (Eds.), Preparing Pre-Service Teachers to Integrate Technology in K-12 Classrooms: Standards and Best Practices (pp. 1-15). IGI Global. https://doi.org/10.4018/978-1-6684-5478-7.ch001

Chicago

Lindner, Amanda L., and C. Lorraine Webb. "Educational Technology: A Systematic Review of the Literature." In Preparing Pre-Service Teachers to Integrate Technology in K-12 Classrooms: Standards and Best Practices, edited by C. Lorraine Webb and Amanda L. Lindner, 1-15. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-5478-7.ch001

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Abstract

The increasing prevalence of technology in PreK–12 classrooms requires teachers to understand the technologies available as well as how and when to implement them across content areas and grade levels. Practitioner-oriented journals are an effective resource that teachers use to learn what, and how, to implement in the classroom. As such, this systematic review of the literature examined practitioner-oriented journals sponsored by major education organizations for technology implementation across content areas to determine the nature of the activities suggested using the SAMR Model. Results show a need for more resources regarding implementing technology across content areas in general, particularly at the redefinition level of the SAMR model. These insights allow for suggestions and recommendations for educating preservice teachers in technology integration before they become classroom teachers.

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